Vision Impairment Inclusion


  • Incorporate materials to make the activities more tactual. Add scents and textures to dough and paints.
  • For students with low vision, present materials on trays of contrasting color and use materials that have good contrast in general.
  • Guide the student’s hands to locate the “landmarks” with verbally associated descriptors. If the student needs to color an area, place the paper on top of a mesh screening or sandpaper so they get tactual feedback when they color.
  • Try finger painting with finger paints, shaving cream or pudding to promote finger sensitivity.


  • There are many ways to adapt tees for striking and kicking type activities. Instead of using a regular ball that is thrown or pitched, try a softer foam ball either rolled or balanced on top of a small plastic tube or even a paper towel roll. You can use a marker cone and balance a ball on top for kicks.
  • Balls with bells in (or a balloon contained bells or some other small objects) are good for young people to help them track the whereabouts of balls.


  • A tactile music staff with various textures for notes (sandpaper, cardboard, etc.), along with verbal explanations, can provide the student with some idea of the format of printed music, the shapes of print notes and symbols, and the linear motion of notes.


  • Are you prepared to provide the students with verbal directions about all parts of the activity?
  • Is the space clear and tidy to allow for easier movement?
  • Are frequently used resources kept in the same accessible place, and labeled?
  • Is the level of lighting right for the learner?